A 2006 University of Toronto study found that avid readers of fiction were far more socially adept than avid readers of non-fiction: "Comprehending characters in a narrative fiction appears to parallel the comprehension of peers in the actual world, while the comprehension of expository non-fiction shares no such parallels".
Three types of parallel tasks were used: (1) sentence comprehension, (2) word recognition and (3) mathematical addition.
In order to draw conclusions from neurophysiological data on serial or parallel models of language processing and comprehension, it is important to now consider what "early near-simultaneity" exactly means.
Parallel manipulations of explicit judgment versus reading for comprehension could explore effects of the task and decision making on the observed activity estimates across both genders.
Such parallels are reinforced by our finding that visual narrative comprehension is conditioned by "fluency" in particular visual narrative systems.
A growing number of cognitive scientists now believe that this cocktail-shaker approach could improve students' comprehension of a wide array of scientific concepts, whether chemical bonds, parallel evolution, the properties of elementary particles or pre-algebra.
Therefore language comprehension and production is probably not a serial process, but instead involves parallel activation of multiple pathways using large scale neurocognitive networks spanning multiple interconnected nodes with multiple iterative or reentrant circuits.
Although auditory verbal comprehension in Wernicke's aphasia has been most commonly studied, a long parallel literature has examined stroke patients with 'multimodal' semantic deficits (semantic aphasia; Head, 1926; Luria, 1973).
Investigating the interference between sentence comprehension and procedural learning was the primary goal of the study, whereas the other two parallel tasks served as linguistic (word recognition) and non-linguistic (mathematical addition) control tasks.
In human speech comprehension, linguistic cues (e.g. syllables and words) occur in quasi-regular ordered sequences that parallel acoustic information.
9. Reading comprehension.
